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The impact of COVID-19 will have a lasting effect on every facet of our society. Very few institutions were more disrupted than schools. The pandemic affected staffing, funding, morale, and the continuity of student learning

Level 1 of the High Reliability Schools (HRS) framework addresses the factors considered foundational to the well-being of a school, including educator wellness. Based on the combined works of Dr. Timothy D. Kanold and Dr. Tina H. Boogren and their framework for educator wellness, this webinar will help you learn how to live a well-balanced and fully engaged life in order to build a safe, supportive, and collaborative school culture that positively impacts student achievement.

The Elementary and Secondary School Emergency Relief (ESSER) funding has been a critical source of needed funding throughout the COVID-19 pandemic. However, these funds must be obligated and expended by certain dates, creating challenges around a pending “funding cliff” and sustaining impactful uses of ESSER funds over time. Join policy expert Doug Mesecar and district leaders in learning how investments started with ESSER funds can be sustained through strategic decision-making and practical tactics.

Brad Sever is an assistant principal at Carmel High School in Indiana. There, he has helped to create and sustain a successful instructional coaching program and grow the school’s International Baccalaureate Diploma Programme.

Madeleine Rogin is a change leader for Ashoka’s Start Empathy Initiative and Changemaker Schools Network. An educator for more than 20 years, she is a kindergarten and dance teacher at Prospect Sierra School in California.

Dr. Ripley is currently teaching in the departments of elementary and secondary education at the University of Alberta and has over 35 years of experience at the elementary, junior high/middle school, high school, college, and university levels.

Dylan Wiliam, PhD, is a consultant who works with educators in North America, the United Kingdom, and many other countries to develop effective, research-based formative assessment practices. He is former deputy director of the Institute of Education at the University of London. From teaching in urban public schools to directing a large-scale testing program to serving in university administration, his professional path has led to a variety of positions at the forefront of education. Dr. Wiliam was also, from 2003 to 2006, senior research director at the Educational Testing Service in Princeton, New Jersey.

Research indicates that most standards documents articulate far more content than can be taught in the time available to K–12 teachers. In response, analysts at Marzano Resources sought to identify, as objectively as possible, a focused set of critical concepts for each grade level in the content areas of English language arts (ELA), mathematics, science, and social studies.